Definition of Emotional Disturbance
1. The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree which adversely affects educational performance including: (A) An inability to learn that cannot be explained by intellectual, sensory, orhealth factors. (B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers. (C) Inappropriate types of behavior or feelings under normal circumstances. (D) A general pervasive mood of unhappiness or depression; or (E) A tendency to develop physical symptoms or fears associated with personal or school problems.
2. The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are emotionally disturbed.
Making Referrals for Students with Emotional or Behavioral Disorders -Keep records with dates, times and specific details about behaviors that you see as “deviant or bizarre” -Be specific. Avoid vague judgments. -Record information from parents—including students behavior at home. Stay in constant contact with parents and keep records of phone calls. -Record information from other teachers who know the student. -Keep samples of students work in all subjects and keep records of skills the student has a hard time performing. Note if students academic performance is inconsistent.
Creating an Appropriate Emotional Environment -Respond not to students overt behavior, but instead to their feelings and intentions. Do not become angry or hostile. -Listen before responding. Let the student explain his/herself, even if you know he/she is in the wrong. Listening demonstrates you care and are concerned for the student. -Develop a positive relationship with the student about one topic. Recognize what the student can succeed in and make the student feel like an expert in that subject. -Establish clear rules and consequences. EBD students need to have a structure established. -Evaluate classroom routines, procedures and discipline practices. Some of these might be contributing to student behavior. -Catch the student being good. -Use humor to build relations and decrease tension. -Create a safe environment in which students accept one another strengths and weaknesses. --Create an individual behavior plan for the student with extensive incentives.
1. The term means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree which adversely affects educational performance including:
(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
(C) Inappropriate types of behavior or feelings under normal circumstances.
(D) A general pervasive mood of unhappiness or depression; or
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.
2. The term includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they are emotionally disturbed.
Making Referrals for Students with Emotional or Behavioral Disorders
- Keep records with dates, times and specific details about behaviors that you see as “deviant or bizarre”
- Be specific. Avoid vague judgments.
- Record information from parents—including students behavior at home. Stay in constant contact with parents and keep records of phone calls.
- Record information from other teachers who know the student.
- Keep samples of students work in all subjects and keep records of skills the student has a hard time performing. Note if students academic performance is inconsistent.
Creating an Appropriate Emotional Environment
- Respond not to students overt behavior, but instead to their feelings and intentions. Do not become angry or hostile.
- Listen before responding. Let the student explain his/herself, even if you know he/she is in the wrong. Listening demonstrates you care and are concerned for the student.
- Develop a positive relationship with the student about one topic. Recognize what the student can succeed in and make the student feel like an expert in that subject.
- Establish clear rules and consequences. EBD students need to have a structure established.
- Evaluate classroom routines, procedures and discipline practices. Some of these might be contributing to student behavior.
- Catch the student being good.
- Use humor to build relations and decrease tension.
- Create a safe environment in which students accept one another strengths and weaknesses.
- -Create an individual behavior plan for the student with extensive incentives.
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